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Articles 1 - 17 of 17

Full-Text Articles in Education

Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report, Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowen, Choong-Guen Chung Sep 2015

Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report, Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowen, Choong-Guen Chung

Bryn Harris

This Special Report surveys existing conditions for Latino [superscript 1] language minority students in Indiana's schools and identifies the most significant problems and challenges for improving their learning. The report opens with an overview of recent demographic shifts in Indiana's K-12 student population, and makes an important distinction between Indiana's long-standing and newcomer Latino populations; the latter account for the dramatic increase in the language minority population. The report then considers the culturally competent psychological assessment of ELL students. School psychologists, especially, bear the responsibility of balancing formal with informal assessments that take into account the unique ...


Communities Of Practice: Creating The Bilingual School Mental Health Network In Colorado, Bryn Harris, Becky Steensen, Mary Beth Klotz, Anastasia Kalamaros Skalski, Barb Bieber Sep 2015

Communities Of Practice: Creating The Bilingual School Mental Health Network In Colorado, Bryn Harris, Becky Steensen, Mary Beth Klotz, Anastasia Kalamaros Skalski, Barb Bieber

Bryn Harris

No abstract provided.


Acceleration And Economically Vulnerable Children (Book Chapter), Jonathan Plucker, Bryn Harris Sep 2015

Acceleration And Economically Vulnerable Children (Book Chapter), Jonathan Plucker, Bryn Harris

Bryn Harris

No abstract provided.


Culturally Competent Assessment Of English Language Learners (Book Chapter), B. Perez, Bryn Harris Sep 2015

Culturally Competent Assessment Of English Language Learners (Book Chapter), B. Perez, Bryn Harris

Bryn Harris

No abstract provided.


Cross-Cultural Perspectives Of Gifted Education (Book Chapter), Bryn Harris Sep 2015

Cross-Cultural Perspectives Of Gifted Education (Book Chapter), Bryn Harris

Bryn Harris

No abstract provided.


Gifted Law, Identification, And Programming In Mexico: An Overview For School Professionals In The United States, Bryn Harris Sep 2015

Gifted Law, Identification, And Programming In Mexico: An Overview For School Professionals In The United States, Bryn Harris

Bryn Harris

The demographics in the United States are rapidly changing and the school-aged population is growing at an even faster rate, particularly within the Mexican population. In 2008, 12.7 million Mexican immigrants lived in the United States which is 17 times the number in 1970. In addition, Mexican populations are younger than other U.S. populations which directly impacts school systems and will continue to do so for the foreseeable future. This article provides an overview of various concepts, frameworks, and services used by the Mexican education system that pertain to the gifted population. In particular, the topics covered are ...


Culturally And Linguistically Responsive Practices In Psychoeducational Reports For English Language Learners, Bryn Harris, Amanda Sullivan, Geraldine Oades-Sese, Marlene Sotelo-Dynega Sep 2015

Culturally And Linguistically Responsive Practices In Psychoeducational Reports For English Language Learners, Bryn Harris, Amanda Sullivan, Geraldine Oades-Sese, Marlene Sotelo-Dynega

Bryn Harris

Past researchers suggested there are a number of shortcomings in the psychoeducational evaluation process and practices used with English language learners (ELLs). In the present exploratory study, the authors descriptively examined the assessment practices used in the special education eligibility determination process for ELLs as documented in 34 psychoeducational evaluation reports in one southwestern state. The authors reviewed psychoeducational evaluation reports prepared by school psychologists to determine (a) the extent to which school psychologists adhered to legal and ethical guidelines in the evaluation of ELLs for special education eligibility and needs and (b) how school psychologists account for cultural and ...


Identifying Gifted And Talented English Language Learners: A Case Study, Bryn Harris, Jonathan Plucker, Kelly Rapp, Rebecca Martinez Sep 2015

Identifying Gifted And Talented English Language Learners: A Case Study, Bryn Harris, Jonathan Plucker, Kelly Rapp, Rebecca Martinez

Bryn Harris

With the sharp rise in students who are English language learners (ELL), research on identifying and serving the needs of gifted and talented (GT) ELL students offers fertile ground for best practice guidelines. The current study describes GT/ELL identification practices based on an in-depth case study of one diverse school district in the Midwest. School personnel, parents, and students participated in separate semistructured group interviews about their experiences regarding GT/ELL identification. Interviews were audiotaped, transcribed, and analyzed for thematic content. Additionally, district and state policy documents about GT and ELL identification practices were reviewed. Results highlight the theoretical ...


Achieving Equity And Excellence: The Role Of School Mental Health Providers In Shrinking Excellence Gaps, Bryn Harris, Jonathan Plucker Sep 2015

Achieving Equity And Excellence: The Role Of School Mental Health Providers In Shrinking Excellence Gaps, Bryn Harris, Jonathan Plucker

Bryn Harris

The United States is becoming more racially, ethnically, and linguistically diverse, yet the educational attainment of various student groups has been very uneven. For decades, educators and policymakers have been focused on minimal competencies rather than advanced achievement. Specifically, federal and state education policies have focused on closing achievement gaps at basic levels of achievement, which has allowed excellence gaps to grow considerably. This article describes ways in which school mental health professionals can address excellence gaps and serve as advocates for all high-ability students.


Practices That Promote English Reading For English Learners (Els), Rebecca Martinez, Bryn Harris, Maryellen Brunson Mcclain Sep 2015

Practices That Promote English Reading For English Learners (Els), Rebecca Martinez, Bryn Harris, Maryellen Brunson Mcclain

Bryn Harris

Schools are becoming increasingly diversified; however, training and professional development related to working with English language learners (ELs), especially in the area of English reading, is limited. In this article, we identify three “Big Ideas” of effective and collaborative practices that promote English reading achievement for EL students: (a) foster academic English at all stages of second-language acquisition by explicitly teaching vocabulary, emphasizing cross-linguistic transfer strategies, and supporting ongoing oral language development; (b) adopt a schoolwide collaborative approach to conduct frequent formative reading assessments and use the data to drive instruction by providing accommodations that promote English reading; and (c ...


Teachers: The Forgotten Influence On The Success Of Prevention Programs, Linda Smolak, Bryn Harris, Michael Levine, Catherine Shisslak Sep 2015

Teachers: The Forgotten Influence On The Success Of Prevention Programs, Linda Smolak, Bryn Harris, Michael Levine, Catherine Shisslak

Bryn Harris

No abstract provided.


Performance On The Test Of Memory Malingering (Tomm) Among A Large Clinic-Referred Pediatric Sample, John Kirk, Bryn Harris, Christa Hutaff-Lee, Stephen Koelemay, Juliet Dinkins, Michael Kirkwood Sep 2015

Performance On The Test Of Memory Malingering (Tomm) Among A Large Clinic-Referred Pediatric Sample, John Kirk, Bryn Harris, Christa Hutaff-Lee, Stephen Koelemay, Juliet Dinkins, Michael Kirkwood

Bryn Harris

Growing concerns with suboptimal effort in pediatric populations have led clinicians to investigate the utility of symptom validity tests (SVT) among children and adolescents. Performance on the Test of Memory Malingering (TOMM) was analyzed among a clinical sample of individuals ranging in age from 5 through 16 years. The 101 patients were referred for a variety of learning, developmental, psychiatric, and neurological concerns. All children were administered the TOMM as part of a clinical neuropsychological evaluation. Within the sample, 4 patients did not meet the adult cutoff criteria for passing the TOMM. Three of the 4 patients also demonstrated suboptimal ...


Adolescent Racial Identity Self-Identification Of Multiple And “Other” Race/Ethnicities, Bryn Harris, Russell Ravert, Amanda Sullivan Sep 2015

Adolescent Racial Identity Self-Identification Of Multiple And “Other” Race/Ethnicities, Bryn Harris, Russell Ravert, Amanda Sullivan

Bryn Harris

This mixed methods study focused on adolescents who rejected conventional singular racial/ethnic categorization by selecting multiple race/ethnicities or writing descriptions of “Other” racial/ethnic identities in response to a survey item asking them to identify their race/ethnicity. Written responses reflected eight distinct categories ranging from elaborative descriptions of conventional race categories to responses refusing the construct of race/ethnicity. Students’ endorsement of multiple or “Other” ethnicities, and the resultant categories, differed by gender, grade, school type, and school compositions. Findings support scholars’ concern that common conceptualizations of race may not capture the complexity of self-identified racial categories ...


Gifted Girls: Gender Bias In Gifted Referrals, Margarita Bianco, Bryn Harris, Dorothy Garrison-Wade, Nancy Leech Sep 2015

Gifted Girls: Gender Bias In Gifted Referrals, Margarita Bianco, Bryn Harris, Dorothy Garrison-Wade, Nancy Leech

Bryn Harris

The goal of this mixed-methods study was to explore the effect of gender on teachers' willingness to refer students to a gifted and talented program. Teachers (N = 28) were provided with one of two profiles (i.e., female or male) describing a gifted student. Results indicated that teachers' decisions for referral to gifted programs were significantly influenced by the student's gender; teachers were much less willing to refer a female student than an identically described male student to gifted programs. Further, qualitative analysis revealed that teachers' descriptions of students and reasons for their referral decisions differed considerably based on ...


Creating Communities Of Practice To Improve The Educational And Mental Health Contexts Of Bilingual/Bicultural Youth: A Case Study From Colorado, Bryn Harris Sep 2015

Creating Communities Of Practice To Improve The Educational And Mental Health Contexts Of Bilingual/Bicultural Youth: A Case Study From Colorado, Bryn Harris

Bryn Harris

No abstract provided.


Evaluating Autism Diagnostic And Screening Tools For Cultural And Linguistic Responsiveness, Bryn Harris, Erin Barton, Chantel Albert Sep 2015

Evaluating Autism Diagnostic And Screening Tools For Cultural And Linguistic Responsiveness, Bryn Harris, Erin Barton, Chantel Albert

Bryn Harris

While clear guidelines and best practices exist for the assessment of autism spectrum disorders (ASD), little information is available about assessing for ASD in culturally and linguistically diverse (CLD) populations. CLD populations might be misidentified and under-identified with ASD due to the assessment practices that we employ. Four autism diagnostic tools and six autism screeners were selected and evaluated for their cultural and linguistic responsiveness. Although the evaluation of ASD within CLD populations is highly complex, this study identified the need for improved autism assessment tools and practices. Without the appropriate assessment of these populations, CLD children will likely continue ...


Strength-Based Rti: Developing Gifted Potential In Spanish Speaking English Language Learners, Margarita Bianco, Bryn Harris Sep 2015

Strength-Based Rti: Developing Gifted Potential In Spanish Speaking English Language Learners, Margarita Bianco, Bryn Harris

Bryn Harris

This article proposes a strength-based response to intervention (RTI) model for developing and identifying gifted potential in English language learners (ELLs). In the recent years, much has been written about RTI; however, the potential of RTI for meeting the needs of gifted ELLs has not yet been explored. This article seeks to address this void by proposing a multi-tiered system of supports designed to meet the unique learning needs of gifted, Spanish-speaking ELLs.